Foreword

In order to improve learning outcomes the Department of Basic Education conducted research
to determine the specific areas that learners struggle with in Grade 12 examinations. The research
included a trend analysis by subject experts of learner performance over a period of five years
as well as learner examination scripts in order to diagnose deficiencies or misconceptions in
particular content areas. In addition, expert teachers were interviewed to determine the best
practicesto ensure mastery of thetopic by learners and improve outcomes in terms of quality and
quantity.

The results of the research formed the foundation and guiding principles for the development of
the booklets. In each identified subject, key content areas were identified for the development of
material that will significantly improve learner's conceptual understanding whilst leading to improved
performance in the subject.

The booklets are developed as part of a series of booklets, with each bookletfocussing onlyon
one specific challenging topic. The selected content is explained in detail and include relevant
concepts from Grades 10 - 12 to ensure conceptual understanding.

The main purpose of these booklets is to assist learners to master the content starting from a
basic conceptual level of understanding to the more advanced level. The content in each booklets
is presented in an easy to understand manner including the use of mind maps, summaries and
exercises to support understanding and conceptual progression. These booklets should ideally
be used as part of a focussed revision or enrichment program by learners after the topics have
been taught in class. The booklets encourage learners to take ownership of their own learning
and focus on developing and mastery critical content and skills such as reading and higher order
thinking skills.

Teachers are also encouraged to infuse the content into existing lesson preparation to ensure in-
depth curriculum coverage of a particular topic. Due to the nature of the booklets covering only
one topic, teachers are encouraged to ensure learners access to the booklets in either print or
digital form if a particular topic is taught.
Table of Contents

1. Foreword i

2. How to use this study guide 1

3. Study and examination tips 2

3.1 Subject-specific tips 2

3.2 Topic-specific tips 2

3.3 Overview of electrochemistry 3

4. The atomic theory: its place in chemistry 4

4.1 Electrochemical reactions 5
4.2 Electrochemistry - a special case of redox reactions 8
4.2.1 Constructing an electrochemical cell 8
4.3 Examples of cells 13
4.3.1 Galvanic/ voltaic cell; Mg and Cu 13
4.3.2 Zinc-copper cell 14
4.4 Tips on how to use a standard reduction potential table 15

5. Activities and solutions 16

6. Message to Grade 12 learners from the writers 32

7. Thank you and acknowledgements 32

ii
2. HOW TO USE THIS BOOKLET
This booklet serves as a guide to understanding Grade 12 Physical Sciences. It does not, however,
replace your textbook. The authors have used their experience and focused their attention on the
areas that learners seem to struggle with a lot. The book focuses mostly on the challenges that
have been observed from learners’ responses in the Grade 12 national examinations over the
past few years.

This guide aims to help explain the concepts in your regular textbook further. It also offers more
exercises that serve as building blocks to your own understanding of what is expected of you
in these topics. The book draws on the basic knowledge acquired in the lower grades and
demonstrates how this knowledge fits in with the new chapters encountered in Grade 12, starting
from atomic theory. Figure 1 on section 4 of this book, shows how your study of chemistry is
related to the atomic theory. It is therefore important to remember this theory, the properties of the
parts of an atom and the role that they play throughout chemistry.

The chemistry in your textbook is presented in chapters and sections, but remember to integrate
these chapters when you answer questions, because everything is interrelated. Science, as an
expression of nature, draws from nature; therefore, do not think of concepts in isolation from what
you already know about chemistry or physics! Use the information learnt in other sections to solve
the problems at hand.

All the questions in this booklet have solutions. Some questions have been sourced from past
papers, while the rest were sourced elsewhere. Study each question carefully and make sure that
you understand the steps taken to solve the question. Try some of the questions without looking
at the solutions. After completing an exercise, check your solutions against the answers. Move
on to the rest of the questions and try to understand why you were wrong in instances when you
were actually wrong.

Do not hesitate to ask your teacher if you struggle with any of the exercises.

1
3. STUDY AND EXAMINATION TIPS
As you prepare to write your examination, it is important to understand the rules, laws and
concepts that govern certain aspects of your work. Ensure that you understand these rules/
laws/ definitions and concepts very well. Understand what they mean, where they apply,
when they apply, and also when and where they do not apply.

Pay attention to your health:

1. Eat wholesome food: grains, fruit and vegetables; and drink enough water.
2. Engage in light exercise like walking.
3. Get enough sleep and rest.

Develop a study timetable and try to be loyal to the time allocated to studying.

3.1 Subject-specific tips

Always:
1. Start with the questions that you know you are able to answer.
2. Read the question that you are working on carefully.
3. Understand what it says and what is required of you.
4. Write down the information that you have.
5. Write down the information that you do not have.
6. Use existing information to derive what you need in order to solve the question.
7. All questions have hints that point to the answer.
8. Check your work by going through these steps again.

3.2 Topic-specific tips

About a third of the Grade 12 Physical Sciences Paper 2 examination comprises of

Electrochemistry questions. This booklet will give you a few tips that will help you to achieve
marks in organic chemistry. Electrochemistry is at the centre of synthesis in chemistry. It
encompasses concepts like oxidation, reduction, electronegativity, potential difference
and electricity. Electrochemistry is a special case of redox reactions. Redox reactions are
responsible for almost all synthesis (formation of new products) in nature and in industry.
Remember that when we add an electron or remove an electron from an atom or compound,
we change its chemical and physical properties.

2
3.3 Overview of electrochemistry

Electrochemistry, as studied in this grade, does more than just show how electrons gained
or lost electrons and form new products using redox reactions. It shows how electrons, if
provided with a pathway can produce light. It also show how electricity can cause a chemical
change by donating electrons to ions and form compounds or elements from ions in solution.
An atom in a different oxidation state displays characteristics that are different from those of
the atom before it changed its oxidation state. The difference could be in the state, colour,
reactivity, etc.

3
 4. THE ATOMIC THEORY: ITS PLACE IN CHEMISTRY

Atoms
According to the atomic theory, everything
around us is made up of atoms: food,
medicine, clothes, furniture, plants, animals,
and solutions.

Molecules, compounds, gases, solids, liquids

and solutions, all materials contain atoms,
organic molecules; inorganic molecules, and
metals.

4
Atoms in the periodic table naturally occur as
elements within compounds in nature.

Through life processes and industrial

processes, the atoms can be sourced from
compounds.

Protons Electrons Neutrons

+charge, inside the atom -ve charge circling the centre neutral, in between protons in
of the atom the centre of the atom
 This sections deals mainly with electrons, i.e.:
1. How they can attach themselves to other atoms, leaving their atoms, as well as the
conditions that allow for this transfer of electrons.
2. How they move through a conductor.
3. How this movement of electrons can be directed to be useful to humanity.
4. How to predict which atoms will release their electrons and which will accept the
electrons.
5. The industrial benefits of electrons.

4.1 Electrochemical reactions

(CAPS, p. 134–137)

This is the name of the process whereby electron(s) are removed from an
atom. Reduction happens when an atom gains electron(s).
Chemical and physical properties of atoms are unique to atoms. An
atom has the same number of protons and electrons. When oxidation or
reduction takes place and one or more electrons are removed or added
to the atom in question, the atom or compound acquires a charge as well
as different physical and chemical properties to those of the original atom
before the removal or addition of electrons. Most noticeable with some
atoms is the colour change.
Note that charged ions will usually exist in solution, e.g. H+ and OH-
(water).
Oxidation brings about charge as well a physical and chemical change.

Oxidation
Changes from Fe2+ Very pale green to
Fe3+ Very pale violet/ brown
Cl2 + H2 → HCl (H+ Cl-)
0 0 1 -1
Oxidation states:
Reduction
In the above reaction, hydrogen gas is added to chlorine gas to form
hydrogen chloride. Thus, chlorine gas is being reduced (from an oxidation
state of 0 to -1) to form hydrochloric acid.

5
Both oxidation and reduction take place. An electron that is given away is readily accepted
in the same reaction. When an electron leaves an atom, it is accepted by another atom in
the same reaction. Hence, the term redox.

TERMINOLOGY

Pay extra attention to the following terminology. Most learners find it very confusing.
Oxidising agent and reducing agent

The oxidation state for copper in CuO in this reaction is 2+ while the oxidation state of oxygen
is 2-. The product of this reaction is Cu0 and H2O. The oxidation state of Cu is now 0 and not
-2 anymore. CuO is an oxidising agent, while H2 is a reducing agent.

A substance that is oxidised, loses electrons. It is called a reducing agent because the
electrons it loses reduce another atom or compound.

X is a reducing agent, as it causes a reducing reaction in Y; Y is an oxidising reagent as it

causes an oxidising reaction in X.

6
WORKED EXAMPLES
Activity

1. Calculate the oxidation number for carbon in each of the following compounds:
(a) diamond, C; (b) dry ice, CO2; (c) marble, CaCO3 ;(d) baking soda, NaHCO3

Solution

(Recall the rules for assigning oxidation states)

Solution: Calculate oxidation numbers for carbon. Begin by recalling that uncombined
elements, as well as compounds, are electrically neutral. Thus, free elements and compounds
have no charge (a) In diamonds, the oxidation number of carbon is zero. (b) With dry ice,
oxygen is assigned an oxidation number of –2. Determine the oxidation number of carbon
in CO2 (c) With marble, assign calcium ion an oxidation number of +2, and oxygen a value
of –2. Determine the value of carbon in CaCO3 (d) With baking soda, assign sodium ion an
oxidation number of +1, hydrogen a value of +1, and oxygen a value of –2. Determine the
oxidation number of carbon in NaHCO3

Begin by recalling that the charge on an ion corresponds to the sum of the oxidation numbers.
For example:
(a) In S2–, the oxidation number of sulphur is 2–.
(b) In SO3 2–, the polyatomic anion has a charge of 2–. Assign oxygen an oxidation number
of –2 and write the equation.
(c) In SO4 2–, the polyatomic anion has a charge of 2–. Assign oxygen an oxidation number
of –2 and write the equation
(d) In S2O3 2–, the polyatomic anion has a charge of 2–. Assign oxygen an oxidation number
of –2 and write the equation.

Corrosion is an example of a redox reaction. Corrosion is a process through which metals

in manufactured states return to their natural oxidation states. This process is a reduction-
oxidation reaction in which the metal is being oxidised by its surroundings, often by the
oxygen in the air.

7
4.2 Electrochemistry - a special case of redox reactions

In electrochemistry, the movement of electrons between the metals and ions from species
is directed by using a conducting wire. These electrons then produce energy in the form of
light, heat or power to drive electronic apparatus and machinery. There are many factors that
determine if electrons will readily leave their atom or readily accept electrons. The standard
reduction potential table reflects that potential.

Some reactions are spontaneous while others are non-spontaneous. In a non-spontaneous

reaction, electrons in the form of electricity are used to break compounds. These reactions
happen inside of what is called an electrochemical cell. In a spontaneous reaction, the
reaction happens without needing electricity.

Electrochemical cells either use chemical reactions to generate electricity (spontaneous)

or, conversely, use electricity to provide energy for useful chemical reactions (non-
spontaneous).

4.2.1 CONSTRUCTING AN ELECTROCHEMICAL CELL

There are only two types of electrochemical cells

The two main types of electrochemical cells are: electrolytic cells and galvanic cells (also
called voltaic cells). There are, however, many examples that are either galvanic (producing
electricity) or electrolytic, using electricity.

While the galvanic cell produces electricity, the electrolytic cell needs electricity.
Differences between a galvanic cell and an electrolytic cell

8
 Galvanic cell
1. In a galvanic cell, electrical energy is
produced.
2. In a galvanic cell, the reaction taking
place is spontaneous.
3. The two half cells are set up
in different containers and are
connected through a salt bridge or
porous partition.
4. In a galvanic cell, electrons migrate
to an anode and migrate from a
cathode.
5. The electrons move from the anode
to cathode in an external circuit.
Electrolytic cell
1. In electrolytic cell, electrical energy is
consumed.
2. In an electrolytic cell, the reaction that
takes place is non-spontaneous - hence
the need for electricity.
3. Both electrodes are placed in the solution
or molten electrolyte in the same container.
4. In an electrolytic cell, the electrons
migrate from the anode and migrate to the
cathode.
5. Electrons are supplied by the external
source. They enter through the cathode
and come out through the anode.

4.2.2.1 ELECTROLYTIC CELLS DRIVE CHEMICAL REACTIONS WHEN ELECTRICAL ENERGY IS APPLIED

The most familiar example of electrolysis is the decomposition (breakdown) of water into
hydrogen and oxygen by means of an electric current. This gives rise to what is generally
termed a hydrogen fuel cell.

The elements, as they appear on the periodic table, are not necessarily found as
elements in nature. They are found in compounds. Nature and human beings have
developed methods of isolating (decomposition/ breakdown) these elements from their
compounds into individual elements, as represented in the periodic table.

Electrolysis is one of the methods used to break down compounds into the desired
elements.

9
Electrolysis is the process that can be used to decompose compounds other than water.
An example of electrolysis is the isolation of sodium chloride (table salt) into sodium (Na)
and chlorine (Cl) from sodium chloride. In isolating Na and Cl, an electrochemical cell is set
up by immersing two electrodes in molten NaCl. Chemical reactions occur at each electrode
as electrons are pumped by the energy source from one electrode to the other, causing the
decomposition of NaCl.

Magnesium and aluminium are elements produced commercially by electrolysis from their
compounds.

4.2.2.2 GALVANIC CELLS USE CHEMICAL REACTIONS TO GENERATE ELECTRICAL ENERGY

Remember that all atoms are surrounded by electrons. These electrons, when directed, go
into what seems like a flow (and generally called a flow). This flow gives us electricity. Some
chemical reactions are therefore used to generate electricity, e.g. batteries (a chemical
reaction that produces electrical light).

How does a battery work?

Batteries have three parts, an anode (-), a cathode (+), and the electrolyte. The cathode and
anode (the positive and negative sides at either end of a traditional battery) are hooked up
to an electrical circuit. The chemical reactions in the battery cause a build-up of electrons at
the anode. This results in an electrical difference between the anode and the cathode. The
electrons want to rearrange themselves to eliminate this difference, since electrons repel
each other and try to move to a place with fewer electrons. In a battery, such as the one in
the picture, the only place to go is to the cathode. But the electrolyte between the anode and
the cathode keeps the electrons from going straight from the anode to the cathode in the
battery. When the circuit is closed (using a wire that connects the cathode and the anode),
the electrons will be able to get to the cathode. In the picture, the electrons move along
the wire, lighting the light bulb along the way. This is one way of describing how electrical
potential causes electrons to flow through the circuit.

10
An electrode is a conductor that is used to make contact with a non-metallic part of a circuit.
This could be a gas or an aqueous solution.

An electrode is classified as either a cathode or an anode depending on whether current is

flowing into or out of the electrode. A specific metal in its solution can either be a cathode
or an anode, depending on what it is connected to. The table of reduction potentials shows
which will be an anode and which will be a cathode. The one with high potential is the
cathode, and the anode has low potential.

Anodes and cathodes

An electrode at which the oxidation reaction occurs is called the anode. Electrons from the
anode migrate to the positive terminal of the battery, and electrons from the battery migrate
to the cathode. An electrode at which the reduction reaction occurs is called the cathode.
The cathode supplies electrons to positively charged cations which migrate to it from the
electrolyte. The one with the highest reduction potential will be what you want to select
as the reduction half reaction and therefore want to be your cathode. The one with the
lowest reduction potential will be what you want to select as the oxidation half reaction
and therefore want to be your anode. Note, for a good electrochemical cell, you want a
cathode with a large positive reduction potential and an anode with a large (in magnitude)
negative number reduction potential. Both reduction potentials can be positive or negative,
as long as one is larger than the other in terms of their values.

The cathode supplies electrons to the positively charged cations, which flow to it from
the electrolyte (even if the cell is galvanic, i.e. when the cathode is positive and therefore
would be expected to repel the positively charged cations. This is due to electrode potential
relative to the electrolyte solution being.

11
4.2.2.3 CELL NOTATION

Cell notation in chemistry is a shorthand way of expressing a certain reaction in an

electrochemical cell. The cell anode and cathode (half cells) are separated by two bars (II)
or slashes that represent a salt bridge, with the anode on the left and the cathode on the
right. Individual solid, liquid or aqueous phases within each half cell are separated by a
single bar (I). Concentrations of dissolved species in each phase are written in parentheses
() and the state of each phase (usually s (solid), l (liquid), g (gas) or aq. (aqueous solution))
is included in a subscript after the species name. Note the oxidation states of aqueous
solutions.

Worked activity
Describe, in shorthand notation, a galvanic cell for which the cell reaction is
Cu(s) +2Fe3+(aq)→Cu2+(aq)+2Fe2+(aq)

Solution
First divide the cell reaction into half-equations
• oxidation: Cu(s)→Cu2+(aq)+2e
• reduction: Fe3++e–→Fe2+
Then write the oxidation as the left-hand electrode, with the reduction on the right.
Cu|Cu2+||Fe2+,Fe3+|Pt
Since both Fe2+ and Fe3+ are aqueous solutions, a Pt electrode is used. Fe0 is the only
oxidation state that is not aqueous for this metal.

4.2.2.4 TABLE OF REDUCTION POTENTIALS

The standard reduction potentials are all based on the standard hydrogen electrode. By
using the table of reduction potentials, we can predict if the cell is spontaneous or not. If it is
not spontaneous, it needs electricity to react and it is an electrolytic cell.

Predicting spontaneous reactions

Refer to the table of reduction potentials to predict whether or not the reaction is spontaneous.
Ni2+ (aq) is a weaker oxidising agent than Sn2+ (aq). Moreover, Sn(s) is a weaker reducing
agent than Ni(s). Because the reactants are the weaker pair of oxidising and reducing
agents, the reaction is non-spontaneous. Conversely, the reverse reaction is spontaneous
because the products are the stronger oxidising and reducing agents.

12
4.3 Examples of cells

4.3.1 Galvanic/ voltaic cell; Mg and Cu

A galvanic cell reaction is always a spontaneous, exothermic reaction, during which

chemical energy is converted to electrical energy.
A positive value of the standard emf is an indication that the reaction is spontaneous
under standard conditions.
Standard conditions refer to: temperature - 250C/298K
concentration - 1mol.dm-3
pressure - 1,013 x 105 Pa (for gaseous
reactants or products)
Two half cells are placed in separate containers.
The anode and cathode are connected using an external circuit, which allows for
current (electrons) to flow from the anode to the cathode.
In the internal circuit, ions flow to complete the circuit.
The standard hydrogen electrode (SHE): The hydrogen half-cell is allocated a
reference potential of 0,00 V.
All other half-cells will have standard potential, which is either higher or lower than this
reference, i.e. their potential difference is measured against the SHE.
When the circuit is complete, the current will begin to flow.
The current and potential difference of the cell is related to the rate of the reaction and
the extent to which the reaction in the cell has reached equilibrium.
As the chemical reaction proceeds, the rate of the forward reaction will decrease;
therefore, the rate of transfer of electrons will also decrease, which results in the Eθcell
value decreasing.
When the cell potential decreases, the current in the circuit will also decrease.
The cell potential will continue to decrease gradually, until equilibrium is reached, at
which point the cell potential will be zero and the battery is “flat”.

13
4.3.2 FOR THE ZINC-COPPER CELL:

For the zinc-copper cell:

Oxidation half-reaction : Zn (s) → Zn2+(aq) + 2e –
Reduction half-cell : Cu2+ (aq) + 2e− → Cu (s)
Nett cell : Zn (s) + Cu2+(aq)→ Zn2+ (aq) + Cu (s)

Calculations:
Eθcell = Eθcathode − Eθanode
Eθcell = 0,34 − (−0,76)
Eθcell = + 1,1 V

Cell notation is written as follows:

Anode Salt bridge Cathode
↓ ↓ ↓
Zn(s) /Zn2+(aq) (1 mol·dm–3) // Cu2+(aq) (1 mol·dm–3) / Cu(s)

14
 Please note:

In the cell notation:

When the half reactions do not include conductors/ metals (i.e. when the half-cell
involves gases/ ions), unreactive/ inert electrodes are used, e.g. carbon or platinum.
The anode (oxidation half-cell) is always written on the left and the cathode (reduction
half-cell) is on the right.
/ represents electrode-electrolyte interphase. (What is interphase? Explain).
// represents a salt bridge. (Give examples of salts.)

Look at the following cell notations and insert commas in the correct place:

1. Pt(s)/H2(g)(1 atm)/H+(aq)(1 mol·dm–3)//Br2(g)(1 atm)/Br–(aq)(1 mol·dm–3)/Pt(s)

2. Ca(s)/Ca2+(aq)(1 mol·dm–3 )//Fe3+(aq)(1 mol·dm–3)/Fe2+(aq)(1 mol·dm–3)/C(s)

4.4 Tips on how to use a standard reduction potential table

Activity
Build two spontaneous cells and two non-spontaneous cells using the table above.

15
5. ACTIVITIES AND SOLUTIONS
Exercise 1

1.1 Consider the electrochemical cell represented by the cell notation below, where X is an
unknown metal:

Pt(s) | Fe2+(aq), Fe3+(aq) || X+(aq) | X(s)

The cell potential of this cell was found to be 0,03 V.
1.1.1 Write down the type of electrochemical cell illustrated above. (1)
1.1.2 What does the single line (|) in the above cell notation represent? (1)
1.1.3 Write down the half-reaction that takes place at the anode in the above cell. (2)
1.1.4 Identify X with the aid of a calculation. (5)
1.2 A Pt(s) | Fe2+(aq), Fe3+(aq) half-cell is connected to a Cu(s) | Cu2+(aq) half-cell.

Write down:

1.2.1 The chemical symbol for the electrode in the cathode half-cell. (1)
1.2.2 The NAME of the oxidising agent. (1)
1.2.3 The overall balanced cell reaction that takes place in this cell. (3)

Solutions [14]
1.1.1 Galvanic cell ✓ (1)
1.1.2 Indicates phase boundary/ interphase / phase separator. ✓ (1)
1.1.3 Fe2+→ Fe3+ + e- ✓✓ (2)
1.1.4 EѲcell =EѲreduction − EѲoxidation ✓
0,03 ✓ = EѲreduction - (0,77) ✓
EѲreduction = 0,80 V ✓ = EѲX / X +

∴ X = Silver/Ag✓ (5)

1.2.1 Pt ✓ (1)
1.2.2 Iron(III) (ions)/ ferric ions ✓ (1)
1.2.3 2Fe3+ + Cu ✓→ 2Fe2+ + Cu2+✓ balancing ✓ (3)
[14]

16
 Exercise 2

2.1 A group of learners use the redox reaction below to construct an electrochemical cell:

Sn2+(aq) + 2Ag+(aq) → 2Ag(s) + Sn4+(aq).

2.1.1 Define a reducing agent in terms of electron transfer. (2)

2.1.2 Name a substance that should be used as an electrode in the anode half-cell. (1)

2.1.3 Write down the name or formula of the reducing agent. (1)

2.1.3 Write down the cell notation of the cell. (3)

2.1.4 Calculate the initial emf of this cell under standard conditions. (4)

2.2 In a separate experiment, the learners place a magnesium ribbon in a beaker containing a
blue solution of copper (II) sulphate. After a while, the solution becomes colourless.

2.2.1 Besides the colour change of the solution, state ONE observable change in the
beaker with regard to the magnesium ribbon. (1)

2.2.2 Refer to the relative strengths of oxidising agents or reducing agents to explain why
the solution in the beaker changes colour from blue to colourless. (3)

Solutions [15]
2.1.1 A substance that loses/ donates electrons. ✓✓ (2)

2.1.2 Platinum/Pt✓ (1)

2.1.3 Sn2+✓(aq)/tin(II) ions✓ (1)

17
 2.1.3 ✓Pt | Sn2+(aq) , Sn4+(aq) || ✓Ag+(aq) | Ag(s) ✓
OR
Pt| Sn2+(1 mol∙dm-3) ,Sn4+ (1 mol∙dm-3) || Ag+ (1 mol∙dm-3) | Ag(s) (3)

2.1.4 EѲcell =EѲreduction − EѲoxidation ✓

EѲcell = +0,80 ✓ - (0,15) ✓
EѲcell = 0,65 V ✓ (4)

2.2.1 Magnesium becomes smaller. ✓/ A brown solid forms. /

Mg disappears/ is eaten away/ Mg changes colour. (1)

2.2.2 Cu2+ is a stronger oxidising agent (than Mg2+)✓ and will be reduced✓ to Cu. ✓ OR
Mg is a stronger reducing agent (than Cu) ✓ and will reduce Cu2+✓ to Cu. ✓ (3)
[15]

Exercise 3

3.1 Learners set up a galvanic cell and measure its emf under standard conditions.

3.1.1 Write down the name of component Y. (1)

3.1.2 Is Aℓ the anode or the cathode? (1)

3.1.3 Write down the overall (net) cell reaction that takes place in this cell when it is
working. (3)

3.1.4 Calculate the initial emf of this cell. (4)

3.2 Consider the half-cells, P, Q and R, represented in the table below:

18
Different combinations of the half-cells above are compared to determine the highest emf
produced under standard conditions.

3.2.1 Write down the NAME of a suitable electrode for the half-cell Q. (1)

3.2.2 State the standard conditions under which the half-cells should operate to ensure a
fair comparison. (2)

3.2.3 Write down the name or formula of the strongest reducing agent in the half-cells
above. (1)

3.2.4 Which combination of half-cells will produce the highest emf? Choose from PR, PQ
or QR. (NO calculation is required.) (1)
[14]
Solutions
3.1.1 Voltmeter/ multimeter ✓ (1)

3.1.2 ANODE ✓ (1)

3.1.3 3Ag+(aq) + Aℓ(s) ✓ 3Ag(s) + Aℓ3+(aq). ✓ balancing✓ (3)

3.1.4 EѲcell =EѲreduction − EѲoxidation ✓

EѲcell = +0,80 ✓ - (- 1,66) ✓
EѲcell = 2,46 V ✓ (4)

3.2.1 Platinum/ Pt/ Carbon/ C. (1)

3.2.2 Any two:

Concentration: 1 mol∙dm-3 ✓
Temperature: 25 °C/298 K ✓
Pressure: 101,3 kPa/1,01 x 105 Pa/1 atm (2)

3.2.3 Zinc/ Zn ✓ (1)

3.2.4 PQ ✓ (1)
[14]

19
ELECTROLYTIC CELLS

An electrolytic cell reaction is always a non-spontaneous, endothermic reaction, which

requires a battery (energy/ power supply).
The electrical energy is converted to chemical energy.
Two electrodes are in the same container.
Anode - where oxidation takes place – positive electrode.
Cathode - where reduction takes place – negative electrode.
The anode and cathode are connected to an external circuit, which is connected to a DC
power source.

Application of electrolytic cells are:

➢ Electroplating
➢ Metal refining/ Cu refining.
➢ Extraction of aluminium.

Electroplating:
Electroplating is used to protect metals that oxidise easily, by covering them with a thin layer
of a metal that does not oxidise easily, e.g. chromium, silver or gold.
A relatively cheap metal is covered by an expensive metal.
Silver is used to cover cutlery, as it is too expensive to make a spoon of pure
silver, and it is too weak to use. Chromium can be used to cover car
parts like bumpers.

20
• For example: electroplating a spoon
with silver. When the half reactions do
not include conductors/ metals (i.e.
when the half-cell involves gases/ ions),
unreactive/ inert electrodes are used,
e.g. carbon or platinum.
• The anode is silver. It will be oxidised
to Ag+ ions. The mass of the silver
electrode decreases.
• The cathode is the object (spoon) to be
plated. The Ag+ ions from the electrolyte
will be reduced to form silver metal,
which plates the spoon.
• The anode and electrolyte always
contain the plating metal.
The concentration of ions in the solution remains constant, as they are produced at
the same rate as they are used. Rate of oxidation = rate of reduction.
Oxidation half-reaction (anode): Ag(s) → Ag+(aq) + e –
Reduction half-reaction (cathode): Ag+(s) + e− → Ag(s)
Nett cell reaction : Ag+(aq) + Ag(s) → Ag+(aq) + Ag(s)

21
 Refining of copper:
• When copper is purified, the process is
similar to that of electroplating.
• Impure copper is used, as the anode
and the cathode is pure copper.
• At the anode, the copper is oxidised to
produce Cu2+ ions in the electrolyte.
• The mass of the impure copper anode
decreases.
• At the cathode, the Cu2+ ions in the
electrolyte are reduced to form a pure
copper layer on the cathode.
• The mass of the cathode increases.
The other elements and compounds found in the impure copper anode are
precipitated to the bottom of the reaction vessel.
Oxidation half-reaction (anode): Cu(s) → Cu2+(aq) + 2e–
Reduction half-reaction (cathode): Cu2+(aq) + 2e–→ Cu(s)
Nett cell reaction: Cu2+(aq) + Cu(s) → Cu(s) + Cu2+(aq)

Electrolysis of copper (II) chloride

• Oxidation half-reaction (anode):
2Cl–(aq) → Cl2(g) + 2e–
y
• Reduction half-reaction (cathode):
Cu2+(aq) + 2e– → Cu(s)
• Nett cell:
Cu2+(aq) + 2Cl–(aq) → Cl2(g) + Cu(s)
Chlorine gas is produced at the anode,
while copper metal is produced at the
cathode.
Observations:
Bubbles of chlorine gas will be
observed at the anode.
The cathode will grow thicker with time
because copper metal will deposit at
the cathode.

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Extraction of aluminium
• Aluminium is found in the mineral known as bauxite, which contains primarily
aluminium oxide (Al2O3) in an impure form.
• Bauxite is not found in South Africa, so it is imported from Australia for refining.
STEP 1
Converting impure Al2O3 to pure Al2O3 .
Bauxite treated with NaOH – impure Al2O3
becomes Al(OH)3.
Al(OH)3 is heated (T > 1000 °C).
Al(OH)3 becomes pure Al2O3, alumina.
STEP 2
Melting Al2O3 Alumina is dissolved in
cryolite (sodium aluminium hexafluoride –
Na3AlF6).
The melting point of Aℓ2O3 is higher
than 2 000°C. Cryolite is added to the
➢ Owing to the high temperature of the
ore before it is heated.
reaction, the oxygen produced reacts
Cryolite does not lower the melting point
with the carbon electrodes to produce
of Aℓ2O3 -it dissolves it.
carbon dioxide gas.
Aℓ2O3 dissolved in molten cryolite can be
The carbon electrodes therefore need
electrolysed easily.
to be replaced regularly.
Less electricity is required to extract
C + O2→CO2
the aluminium, thereby decreasing the
➢ Aluminium extraction uses a large
extraction cost.
amount of electrical energy ∴ the cost
STEP 3
of aluminium extraction is very high.
Molten alumina (Al2O3) – cryolite mixture
placed in reaction vessel.
Anodes (+) are carbon rods in a mixture.
Cathode (-) is the carbon lining of the tank.
At cathode Al3+ ions are reduced to Al metal.
Oxidation half-reaction (anode): 2O2−(aq) → O2(g) + 4e–
Reduction half-reaction (cathode): Al3+ (aq) + 3e− → Al (l)
Nett cell reaction : 2Al2O3 (aq) → 4Al(l) + 3O2(g)

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ENVIRONMENTAL IMPACT OF THE EXTRACTION OF ALUMINIUM:

• The ecological impact of Aℓ extraction includes: loss of landscape due to the size of the
chemical plant needed; disposal of red mud (iron (III) oxide) formed during extraction
of aluminium oxide from bauxite, into rivers, lagoons and ground water.
• The environmental impact of Aℓ extraction include the following: carbon dioxide from
the burning of the anodes contributes to the greenhouse effect, which causes global
warming. Fluorine and its compounds lost are from the cryolite during the electrolysis
process and are poisonous. Chemicals in the red mud dams drain into the soil and
contaminate ground water.
• Pollution caused by power generation (for electrolytic process) using coal-fired plants
leads to acid rain and adds to the greenhouse effect.
• There is noise pollution from the extraction plant.

GALVANIC CELL ELECTROLYTIC CELL

A cell in which chemical energy is A cell in which electrical energy is

converted into electrical energy.
Spontaneous: has self-sustaining
electrode reactions.
Exothermic reactions.
Salt bridge
Positive electrode: Cathode: ReduCtion
Negative electrode: AnOde: Oxidation
Two half-cells are placed in separate
containers.
Emf is always positive.
converted into chemical energy.
Non-spontaneous: needs a continuous
supply of (electrical) energy.
Endothermic reactions.
No salt bridge.
Positive electrode: AnOde: Oxidation
Negative electrode: Cathode:
ReduCtion
Two electrodes are in the same
container.
Emf is always negative.

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 Exercise 4

The diagram below shows an electrolytic cell that is used to electroplate an iron rod with
copper. Solution X is made up of an unknown nitrate.

4.1 Solutions such as solution X are always used in electrochemical cells.

4.1.1 Write down the general term used to describe these solutions. (1)

4.1.2 What is the function of these solutions in electrochemical cells? (1)

4.2 Write down the formula of solution X. (1)

4.3 Which electrode (A or iron rod) is the negative electrode? Give a reason for your answer.
(2)

4.4 Write down the half reaction that takes place at electrode A. (2)

4.5 Electrode A is now replaced by a silver rod without making any other changes to the cell.
After a while, two metallic ions are found to be present in the solution.

4.5.1 Name the two metallic ions present in the solution. (2)

4.5.2 Refer to the relative strength of oxidising agents to explain which one of the
two ions will preferably be involved in the plating process. (2)
[11]

25
 Solutions
4.1.1 Electrolyte✓ (1)

4.1.2 Conduct electricity/ carry charges. ✓ (1)

4.2 Cu(NO3)2 ✓ (1)

4.3 Iron rod ✓

Reduction takes place (on the iron rod) ✓ (2)

4.4 Cu → Cu2+ + 2e- ✓✓ (2)

4.5.1 Copper(II) (ions)/Cu2+ ✓ and silver (ion)/Ag+.✓ (2)

4.5.2 Ag+/silver (I) ions is a stronger oxidising agent than Cu2+/copper (II) ions✓ and will
be reduced more readily to form silver/Ag on the iron rod. ✓ (2)
[11]

26
 Exercise 5

The graph below represents the changes in mass that occur at electrode A and electrode B
in an electrolytic cell during purification of copper.

5.1 Define electrolysis. (2)

5.2 Which graph, A or B, represents the change in mass of the anode during electrolysis?
Motivate your answer. (2)

5.3 Write down the equation of the half-reaction that takes place at the cathode of this cell. (2)

5.4 Use the information in the graph to calculate the percentage purity of the impure copper. (4)
[10]
Solutions

5.1 The chemical process by which electrical energy is converted to chemical energy.
OR
The use of electrical energy to produce a chemical change. (2)

5.2 B.
The anode where oxidation takes place will be eroded and becomes small in size. (2)

5.3 Cu2+ + 2e- → Cu (2)

m(Cu)
5.4 % Purity = x 100
m(Cu) impure
4,4✓
% Purity = x 100 ✓
5✓
% Purity = 88%✓ (4)
[10]

27
 Exercise 6

The simplified diagram below represents an electrochemical cell used to refine copper. One
of the electrodes consists of impure copper.

6.1 What type of power source, AC or DC, is used to drive the reaction in this cell? (1)

6.2 When an electric current passes through the CuCℓ2(aq), the mass of electrode P
increases.

Is electrode P the cathode or the anode? Write down the relevant half-reaction to support
your answer. (3)

6.3 The impure copper contains zinc impurities that are oxidised to zinc ions.

Refer to the relative strengths of oxidising agents to explain why zinc ions will not influence
the quality of the pure copper produced in this cell. (3)

6.4 Electrodes P and Q are now replaced by carbon electrodes.

6.4.1 What will be observed at electrode Q? (2)

6.4.2 How will the concentration of the electrolyte change as the reaction proceeds?
Choose from increases, decreases or remains the same. (2)
[11]

28
 Solutions

6.1 DC ✓ (1)

6.2 Cathode ✓ ✓
Cu2+(aq) + 2e- → Cu ✓✓ (3)

6.3 Cu2+ is a stronger oxidising agent ✓ than Zn2+ ions ✓; therefore Zn2+ ions will not be
reduced (to Zn). ✓ (3)

6.3.1 (Chlorine) gas/ bubbles is/ are formed. ✓✓ (2)

6.3.2 Decreases ✓✓ (2)

[11]

29
 Exercise 7

Below are simplified diagrams of two electrochemical cells, A and B, which are used in
industry. Cell A is used in the purification of copper ore containing silver and platinum
impurities. Cell B is used to electroplate a bracelet with a layer of copper.

7.1 Write down the name of the type of electrochemical cell (electrolytic or galvanic) of which
the above two cells are examples. (1)

7.2 Pure copper is used as one of the electrodes in each of the cells above. In which cell (A or
B) is the pure copper the:

7.2.1 cathode? (1)

7.2.2 anode? (1)

7.3 Consider cell B. Initially, CuSO4(aq) has a blue colour.

7.3.1 How will the intensity of the blue colour change whilst the cell is functioning? Write
down increases, decreases or remains the same. Give a reason for your answer. (3)

7.3.2 Write down the reaction that takes place at the pure copper electrode. (2)

7.4 Consider cell A:

7.4.1 Give a reason why the sludge formed in this cell is of economic importance. (1)

7.4.2 Name one negative impact that the energy usage in this process has on the
environment. (2)

30
 Solutions [11]

7.1 Electrolytic✓ (1)

7.2.1 A ✓ (1)

7.2.2 B ✓ (1)

7.3.1 Remains the same. ✓ The rate of oxidation of copper at the anode is equal to the
rate of reduction of copper (II) ions at the cathode. ✓✓ (3)

7.3.2 Cu → Cu2+ + 2e– ✓✓ (2)

7.4.1 It contains precious metals/ valuable/ expensive metals. ✓ (1)

7.4.2 Consumes a large amount of electricity/ energy. ✓

Depletes coal resources. ✓ OR Contributes to global warming. OR Habitats are destroyed
when mining coal. OR Contributes to acid rain. (2)
[11]

31
6. MESSAGE TO GRADE 12 LEARNERS FROM THE WRITERS
The author would like to wish you well in your examinations at the end of the year. Make use
of this material and your textbook to prepare for the finals.

Remember that you need to start now and not on the eve of the examination. It is never too
early to start.

7. THANK YOU AND ACKNOWLEDGEMENTS

A big thank you to all who contributed to the writing of this booklet. It is our hope that it
supports your learning and enhances your understanding of the topic discussed here.

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